The Space between Us: The Relevance of Relational Theories to Comparative and International Education

Comparative Education Review

Volumn 46, Issue 4, 2002, Pages

  Ross, Heidi ^a  

^a NONE

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EID: 0141432220     PISSN: 00104086     EISSN: None     Source Type: Journal    
DOI: 10.2307/3542179     Document Type: Conference Paper

References (158)

1. Rosalind Petchesky, "Phantom Towers," Women's Review of Books 2 (November 2001): 3-4.
2. H. Svi Schapiro, "Empowerment," in Knowledge and Power in the Global Economy, Politics and the Rhetoric of School Reform, ed. David A. Gabbard (Mahwah, NJ.: Erlbaum, 2000), pp. 103-10; quote on p. 23.
3. Anthony Lewis, "Abroad at Home: The Inescapable World," New York Times (October 20, 2001), A23.
4. Patricia Hill Collins, Fighting Words: Black Women and the Search for Justice (Minneapolis: University of Minnesota Press, 1998), p. 219.
5. Henry A. Giroux, "Democracy, Freedom, and Justice after September 11th: Rethinking the Role of Educators and the Politics of Schooling," TCRecord.org (2002), content ID 10871, available at http: //www.tcrecord.org/content.asp?contentid = 10871, paragraphs 3, 8; last accessed November 15, 2002.
6. Martin Buber, A Believing Humanism (New York: Simon & Schuster, 1967), p. 95.
7. Mary Catherine Bateson, full Circles, Overlapping Lives: Culture and Generation in Transition (New York: Random House, 2000), p. 81.
8. Coliins, Fighting Words, p. 188.
9. Rita C. Manning, Speaking from the Heart: A Feminist Perspective on Ethics (Lanham, Md.: Rowman & Littlefield, 1992), p. xi.
10. I b i d.
11. Ibid., p. xii.
12. I b i d.
13. Gayatri Chakravorty Spivak, A Critique of Postcolonial Reason: Toward a History of the Vanishing Present (Cambridge, Mass.: Harvard University Press, 1999), p. 371.
14. Manning, p. xii.
15. Margaret Eisenhart, "Educational Ethnography Past, Present, and Future: Ideas to Think With," Educational Researcher 8 (November 2001): 16-27.
16. Leslie Rebecca Bloom, Under the Sign of Hope: Feminist Methodology and Narrative Interpretation (Albany, N.Y: SUNY Press, 1998), p. 246.
17. Cynthia Cockburn, The Space between Us: Negotiating Gender and National Identities in Conflict (London: Zed, 1998), p. 9.
18. Sara Lawrence Lightfoot, Respect (Reading, Mass.: Perseus, 1999), p. 10.
19. Mary Catherine Bateson, Peripheral Visions: Learning along the Way (New York: HarperCollins, 1994), p. 137.
20. Gayatri Chakravorty Spivak, Outside in the Teaching Machine (New York: Routledge, 1993), p. x.
21. Lawrence A. Blum, Moral Perception and Particularity (Cambridge: Cambridge University Press, 1994), p. 217.
22. Ibid., p. 218.
23. Bloom, pp. 138-39.
24. bell hooks, Feminist Theory from Margin to Center, 2d ed. (Cambridge, Mass.: South End, 2000).
25. Nel Noddings, Educating Moral People: A Caring Alternative to Character Education (New York: Teachers College Press, 2002), p. 24.
26. Alison Blunt and Gillian Rose, eds., Writing Women and Space: Colonial and Postcolonial Geographies (New York: Guilford, 1994), p. 5.
27. Bloom (n. 16 above), p. 53.
28. Michelle Fine, "Working the Hyphens: Reinventing Self and Other in Qualitative Research," in Handbook of Qualitative Research, ed. Norman K. Denzin and Yvonna S. Lincoln (Thousand Oaks, Calif.: Sage, 1994), pp. 70-82.
29. Cockburn (n. 17 above), p. 9.
30. Ibid., p. 43.
31. Collins, Fighting Words (n. 4 above), p. 152.
32. Lois Weis, "Foreword," in The Cultural Production of the Educated Person: Critical Ethnographies of Schooling and Local Practice, ed. Bradley Levinson, Douglas E. Foley, and Dorothy C. Holland (Albany, N.Y: SUNY Press, 1996), p. x.
33. Bateson, Full Circles (n. 7 above), p. 30.
34. Cockburn, p. 44.
35. Bateson, Full Circles, p. 13.
36. Cockburn, p. 229.
37. hooks, Feminist Theory (n. 24 above), p. 67.
38. Bateson, Full Circles, p. 17.
39. Ibid., p. 30.
40. Modelings, Educating Moral People (n. 25 above), p. xi.
41. See Presidential Address by Gary Theisen, "The New ABCs of Comparative and International Education," Comparative Education Review 41 (November 1997): 397-412.
42. See Presidential Address by David N. Wilson, "Comparative and International Education: Fraternal or Siamese Twins? A Preliminary Genealogy of Our Twin Fields," Comparative Education Review 38 (November 1994): 449-86.
43. See Presidential Address by Carlos Alberto Torres, "Democracy, Education, and Multiculturalism: Dilemmas of Citizenship in a Global World," Comparative Education Review 42 (November 1998) : 421-47.
44. See Presidential Address by Vandra Masemann, "Ways of Knowing: Implications for Comparative Education," Comparative Education Review 34 (November 1990): 465-73, quote on 186-87.
45. Ruthellen Josselson, The Space between Us: Exploring the Dimensions of Human Relationships (San Francisco: Jossey-Bass, 1992), p. 3.
46. See Presidential Address by Philip Foster, "The Revolt against the Schools," Comparative Education Review 15 (October 1971): 267-75.
47. Noddings, Educating Moral People, p. 21.
48. Foster, p. 269.
49. Cockburn (n. 17 above), p. 1.
50. Mark B. Ginsburg and Jorge M. Gorostiaga, "Relationships between Theorists/Researchers and Policy Makers/Practioners: Rethinking the Two-Cultures Thesis and the Possibility of Dialogue," Comparative Education Review 45, no. 2 (2001): 173-96, quote on 471.
51. Rosa-Maria Torres, What Works in Education: Facing the New Century (Baltimore: International Youth Foundation, 2001), p. 57.
52. Bateson, Peripheral Visions (n. 19 above).
53. R.-M. Torres, p. 57.
54. Ted Flemming, "Habermas on Civil Society, Lifeworld and System: Underrating the Social in Transformational Theory," TCRecord.org (2002), content id 10876, available at http://www. tcrecord.org/content.asp?contentid = 10876; last accessed November 15, 2002.
55. Catherine A. Odora Hoppers, "Globalization and the Social Construction of Reality: Affirming or Unmasking the Inevitable?" in Globalization and Education, Integration and Contestation across Cultures, ed. Nelly P. Stromquist and Karen Monkman (Lanham, Md.: Rowman & Littlefield, 2000), pp. 99-122.
56. Jane M. Jacobs, "Earth Honoring: Western Desires and Indigenous Knowledges," in Blunt and Rose, eds. (n. 26 above), pp. 169-96.
57. Collins, Fighting Words (n. 4 above), p. 5.
58. Alison Blunt and Gillian Rose, "Introduction," in Blunt and Rose, eds., p. 5.
59. Maria Mies and Shiva Vandana, Ecofeminism (London: Zed, 1993).
60. Sandra Steingraber, Having Faith: An Ecologist's Journey to Motherhood (Cambridge, Mass.: Perseus, 2001), p. 13.
61. Dorothy Holland, Debra Skinner, and Carole Cain, Identity and Agency in Cultural Worlds (Cambridge, Mass.: Harvard University Press, 1998), p. 270.
62. Janie Victoria Ward, The Skin We're In: Teaching Our Children to Be Emotionally Strong, Socially Smart, Spiritually Connected (New York: Free Press, 2000), p. 2.
63. Noddings, Educating Moral People (n. 25 above), p. 22.
64. David T. Hansen, Exploring the Moral Heart of Teaching: Toward a Teacher's Creed (New York: Teachers College Press, 2001), pp. 21, 32-33.
65. See Pierre Bourdieu and Loïc J. D. Wacquant, An Invitation to Reflexive Sociology (Chicago: University of Chicago Press, 1992).
66. Jean Watson, Nursing: Human Science and Human Care, a Theory of Nursing (New York: Jones & Bartlett, 1999), p. 24.
67. See Dale Snauwaert, "Cosmopolitan Democracy and Democratic Education," Current Issues in Comparative Education 1 (December 18, 2001); Madeleine Arnot and Jo-Anne Dillabough, Challenging Democracy: International Perspectives on Gender, Education and Citizenship (New York: Routledge-Falmer, 2000).
68. See Dale Snauwaert, "Cosmopolitan Democracy and Democratic Education," Current Issues in Comparative Education 1 (December 18, 2001); Madeleine Arnot and Jo-Anne Dillabough, Challenging Democracy: International Perspectives on Gender, Education and Citizenship (New York: Routledge-Falmer, 2000).
69. Thomas S. Popkewitz, ed., Educational Knowledge: Changing Relationships between the State, Civil Society, and the Educational Community (Albany, N.Y.: SUNY Press, 2000).
70. See C. A. Bowers, The Culture of Denial: Why the Environmental Movement Needs a Strategy for Reforming Universities and Public Schools (Albany, N.Y.: SUNY Press, 1997), p. 84, and Educating for an Ecologically Sustainable Culture: Rethinking Moral Education, Creativity, Intelligence, and Other Modern Orthodoxies (Albany, N.Y.: SUNY Press, 1995).
71. See C. A. Bowers, The Culture of Denial: Why the Environmental Movement Needs a Strategy for Reforming Universities and Public Schools (Albany, N.Y.: SUNY Press, 1997), p. 84, and Educating for an Ecologically Sustainable Culture: Rethinking Moral Education, Creativity, Intelligence, and Other Modern Orthodoxies (Albany, N.Y.: SUNY Press, 1995).
72. Bowers, Culture of Denial, p. 85.
73. Ibid., pp. 86-87.
74. William Ayers and Janet Miller, eds., A Light in Dark Times: Maxine Greene and the Unfinished Conversation (New York: Teachers College Press, 1998), p. 7.
75. Paulo Freire, Pedagogy of the Oppressed (New York: Seabury, 1973).
76. Bowers, Culture of Denial, p. 51.
77. Ibid., pp. 206-7.
78. Wolfgang Sachs, The Development Dictionary: A Guide to Knowledge as Power (New York: Zed, 1992), p. 26.
79. Ibid., p. 36.
80. Ibid., pp. 53-54, 65.
81. Ibid., pp. 109-10.
82. Ibid., p. 111.
83. Ibid., p. 129.
84. Ibid., p. 113.
85. Amartya Sen, Development as Freedom (New York: Knopf, 1999), p. xii.
86. Ibid., pp. 31, 298.
87. Nel Noddings, The Challenge to Care in Schools (New York: Teachers College Press, 1992), p. 21.
88. Carol Gilligan, In a Different Voice (Cambridge, Mass.: Harvard University Press, 1982), p. 17.
89. Jill McLean Taylor, Carol Gilligan, and Amy M. Sullivan, Between Voice and Silence, Women and Girls, Race and Relationship (Cambridge, Mass.: Harvard University Press, 1995), p. 10.
90. Ibid., p. 11.
91. Ibid., pp. 209-10.
92. Manning (n. 9 above), p. xiv.
93. Michael Sandel, Liberalism and the Limits of Justice (New York: Cambridge University Press, 1998).
94. Blum (n. 21 above), p. 12.
95. Ibid., p. 12.
96. Modelings, Educating Moral People (n. 25 above), p. xiii.
97. Ibid., p. 1.
98. Ibid., p. 9.
99. Blum, pp. 173, 175-76.
100. Manning, p. 67.
101. Ibid., p. 89.
102. Arnot and Dillabough (n. 67 above), p. 38.
103. Snauwaert (n. 67 above), p. 1.
104. William E. Connolly, Identity/Difference: Democratic Negotiations of Political Paradox (Ithaca, N.Y.: Cornell University Press, 1991).
105. Cockburn (n. 17 above), p. 224.
106. Mary Field Belenky, Lynne A. Bond, and Jacqueline S. Weinstock, A Tradition That Has No Name: Nurturing the Development of People, Families, and Communities (New York: Basic, 1997).
107. Ibid., p. 17.
108. Ibid., p. 259.
109. Cockburn, p. 1.
110. Ibid., pp. 14, 211.
111. Ibid., pp. 8-9.
112. Ibid., p. 214.
113. Eisenhart (n. 15 above), p. 24.
114. Cockburn, p. 11.
115. Jane Roland Martin, Coming of Age in Academe: Rekindling Women's Hopes and Reforming the Academy (New York: Routledge, 2000).
116. Ibid., p. 131.
117. I b i d.
118. Holland et al., p. 281.
119. Nira Yuval-Davis, Gender and Nation (Thousand Oaks, Calif.: Sage, 1997), pp. 130-31, quoted in Cockburn (n. 17 above), p. 9.
120. Cockburn, p. 9.
121. Bateson, Peripheral Visions (n. 19 above), pp. 234-35.
122. Ibid., pp. 7-8.
123. Modelings, The Challenge to Care (n. 85 above), p. 16.
124. Bateson, Peripheral Visions, p. 6.
125. Ibid., p. 74.
126. Clifford Geertz, Available Light: Anthropological Reflections on Philosophical Topics (Princeton, N.J.: Princeton University Press, 2000), p. 224.
127. Ibid., pp. 226-27.
128. Ibid., p. 228.
129. Barbara Finkelstein, "Dwelling in the Experience of Others: Reflections on Culture in Education after September 11" (presidential symposium, American Educational Research Association, New Orleans, April 4, 2002), p. 9.
130. Collins, Fighting Words (n. 4 above), p. 198.
131. Ibid., p. 200.
132. I b i d.
133. Elsa Barkley Brown, "African American Women's Quilting: A Framework for Conceptualizing and Teaching," Signs 4 (Winter 1990): 921-29, quoted in Patricia Hill Collins, Black Feminist Thought (New York: Routledge, 1990), p. 236.
134. Elsa Barkley Brown, "African American Women's Quilting: A Framework for Conceptualizing and Teaching," Signs 4 (Winter 1990): 921-29, quoted in Patricia Hill Collins, Black Feminist Thought (New York: Routledge, 1990), p. 236.
135. Bloom (n. 16 above), p. 137.
136. lbid., p. 153.
137. Sachs (n. 76 above), p. 49.
138. Hansen, p. 50.
139. bell books, Teaching to Transgress; Education as the Practice of Freedom (New York: Routledge, 1994), p. 59.
140. Gabbard, p. 200.
141. Quote from Cockburn (n. 17 above), p. 229; see also Michael Apple, Educating the "Right " Way: Markets, Standards, God, and Inequality (New York: Routledge-Falmer, 2001), p. 229.
142. Quote from Cockburn (n. 17 above), p. 229; see also Michael Apple, Educating the "Right " Way: Markets, Standards, God, and Inequality (New York: Routledge-Falmer, 2001), p. 229.
143. Bloom, p. 153.
144. Bateson, Full Circles (n. 7 above), p. 243.
145. Geertz (n. 124 above), p. 260.
146. Vera Schwarcz, Bridge across Broken Time: Chinese and Jewish Cultural Memory (New Haven, Conn.: Yale University Press, 1998).
147. Ibid., p. 12.
148. Ibid., p. 15.
149. I b i d.
150. Barbara D. Metcalf, "Presidential Address: Too Little and Too Much: Reflections on Muslims in the History of India, "Journal of Asian Studies 4 (November 1995): 951-67.
151. Schwarcz, p. 23.
152. Mary Catherine Bateson, With a Daughter's Eye: A Memoir of Margaret Mead and Gregory Bateson (New York: Morrow, 1984), p. ii.
153. Connolly (n. 102 above), p. 64, quoted in Cockburn (n. 17 above), p. 215.
154. Connolly (n. 102 above), p. 64, quoted in Cockburn (n. 17 above), p. 215.
155. Cockburn, p. 229.
156. Ibid., p. 230.
157. Collins, Fighting Words (n. 4 above), p. 244.
158. Cockburn, p. 214.